Checklist to Accomplish

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  • SMART Goals – As your PLC completes the identification of learning targets in each target area (Literacy, Math, and Technology), please set a SMART Goal in each of those areas (committee and grade levels).
    • Keep in mind the district SMART goals and the Roadmap.

  • Identify Essential Learning Targets-based upon Common Core Standards identify what the essential learning targets are for your grade level in the areas of literacy, math, and technology. Remember that the text does not drive the curriculum. The curriculum is based upon the Common Core (Look at examples of learning targets from Dyer).

Subject: Working with Words grade 5

Learning Targets: The student will...
  • Accurately spell and use designed priority words in everyday writing
  • Establish and apply an understanding of word parts and spelling rules
  • Unlock meanings of new words in text by using context clues strategies, Latin, and Greek roots, and reference

Units of Study:
  • Priority words
  • Homophones and homographs
  • Prefixes and suffixes
  • Synonyms and antonyms

Subject: Keyboarding grade 5

Learning Targets: The goal is to...
  • Explore the touch system and the basics of a computer
  • Develop simple word processing skills

Units of Study:
  • Use the touch system
  • Proper care of hardware and software
  • Terminology
  • Proper positioning while keyboarding

  • Pre- and Post-Assessments – After you complete your SMART Goal and essential learning targets decide on the pre-assessment and post-assessment tools that you will use. These assessments can be from Treasures, the math series, or common formative classroom assessments that you have developed or will develop. The key is that, as a PLC, you decide on something common, so that you can analyze the common data that you collect (forms used are the Here’s what, now what and blank assessment form).

  • Evidence of Student Learning Along the Way – Once you have identified your SMART Goal and common formative assessments, decide on the evidence of student learning that you will bring to each future PLC meeting. Evidence of student learning should be collected throughout the instructional cycle.
    • An Instructional Cycle – The time it takes to identify what needs to be taught à teaching it à assessing it à and continuing the process until something is learned. As you teach something, collect a student sample of how they have learned the skill. Collecting evidence of student learning, and sharing the evidence within your PLC, will help guide the discussions you have about instructional decisions you need to make throughout the instructional cycle.